3/17/2019
Topic:
Students with Disabilities
Cathy Gardner
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Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student.
I had a student with a brain injury due to a heart attack. The student was in a wheel chair and came with an aide for assistance. At The time, this student was in 5th grade. Although this child was delightful, they were at an infant level of cognition, non verbal, and needed constant assistance.. Accommodations included modified tools in the form of adding a soft clay to writing and painting instruments. This way, the student could use either hand or grip to make a mark on the paper. This particular student enjoyed painting, so I would make sure to include washable paint in several art projects as much as possible. The other students really enjoyed helping, so much so, that we had to rotate who got to sit by the student! |
4/3/2019
Topic:
Tools And Strategies
Cathy Gardner
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1. Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
The strategies I would use are Peer Partners, and Task Analysis. The Peer Partners would be beneficial for students who are struggling with the assignment(s). I would place a student who struggles with another who understands the assignment. This way, they can have someone that is their age (or near their age) give them the support needed to complete the assignment. I think this benefits both students by giving them confidence. One student feels like a teacher and the other has someone who they can rely on to help them finish a lesson. The other strategy I would employ is Task Analysis. This idea would be great for those students who have challenges when they have to follow several steps in an art lesson. I would even add some illustrations to further clarify the process. This would be very beneficial when I teach weaving with yarn. On the first day of weaving, I would list each material needed and detailed step by step instructions on how to get a cardboard loom warped with yarn. In the next class, I would explain how to begin weaving. When the weaving is complete, I would have a Task Analysis on how to take the weaving off of the cardboard loom. I feel that these two strategies would be great additions to my classroom procedures. |
4/5/2019
Topic:
Assessment of Learning
Cathy Gardner
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1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
For the students with Emotional Behavior Disorders (EBD), I use visual rubrics that are easy to understand. At the end of an assignment, 4th and 5th grade students will write a paragraph about their artwork. For the EBD students, they are allowed extra time to write and they may add illustrations to help explain their process. Exit cards are another way I have assessed EBD students, usually as a fun "Ticket Out The Door". Students are asked a question about their artwork or something they learned in art class and they write it on a note card as a "ticket" to line up. It is not stressful and it gives me a quick assessment of what they understood from the lesson. |